Chapter 6: Teaching with Multimedia and Hypermedia
By The Outskirts:
Ules Baxter, Heather Dixon, Lusinda Frost, Angelique Ross, Stephanie Ross
ED 6346: Literacy in Technology
Professor: Christopher Quek
Date: July 19, 2010
AGENDA
 INTRODUCTION OF GROUP AND AGENDA
 EVALUATION CHECKLIST FOR INTEGRATED
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LESSONS: 5 PHASES
LESSON 1: A MONARCH BUTTERFLY RESULTS OF
EVALUATION
LESSON 2: VIDEO HELPS TEACH HISTORY AND
WRITING RESULTS OF EVALUATION
MODIFIED LESSON
ADDED DESRIPTORS
ASSESSMENT
QUESTIONS
REFERENCES
“The Technology Integration
Planning Checklist”
THE TECHNOLOGY INTEGRATION
PLANNING CHECKLIST DETAIL
HANDS ON WITH TECHNOLOGY, 3E
INTENDED TO EVALUATE LESSONS
Rubric “Evaluation Checklist for a TechnologyIntegrated Lesson”
 Phase 1: Rationale for Using Technology
 Phase 2: Lesson Objectives and
Assessments
 Phase 3: Technology Integration Strategies
 Phase 4: Preparation Logistics
 Phase 5: Evaluation and Revision
“MyEducationLab” Lesson 1
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Title: A Monarch Butterfly Movie Project
Topic: Biology
Content Areas: Science
Technologies Used: Video development, Internet, Digital Camera, HTML (web page) Editor
Grade Levels: Elementary and Middle School
Relative Advantages: Makes abstract topics more visual, concrete. Develops technological/information literacy skills.
Format aids collaborative, cooperative group work.
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Objectives:
•Film the development of the butterfly as it goes through the four stages of metamorphosis.
•Create a web page that describes and illustrates the metamorphosis process.
Standards: ISTE Standards – NETS-S
1a – Creativity and Innovation Students apply existing knowledge to generate new ideas, products, or processes.
1b - Creativity and Innovation Students create original works as a means of personal or group expression.
2a - Communication and Collaboration Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
2b – Communication and Collaboration Students communicate information and ideas effectively to multiple audiences using
a variety of media and formats.
2d - Communication and Collaboration Students contribute to project teams to produce original works or solve problems.
3b - Research and Information Fluency Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
4b – Critical Thinking, Problem Solving, and Decision Making Students plan and manage activities to develop a solution or complete a project.
5b – Digital Citizenship Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
5c - Digital Citizenship Students demonstrate personal responsibility for lifelong learning.
6a – Technology Operations and Concepts Students understand and use technology systems.
6d - Technology Operations and Concepts Students transfer current knowledge to learning of new technologies.
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Description
This project helps students gain even more insight into the process of metamorphosis than they could by viewing it with traditional methods. They collect Monarch
butterfly eggs and create a digital movie of the stages as the eggs grow to become butterflies.
1. Begin by asking students to visit several Internet sites to learn more about Monarch butterflies.
2. Next, students collect the butterfly eggs and set up the environment in which the cocoons will grow.
3. Help students position the camera to film the development of the butterfly as it goes through the four stages of metamorphosis.
4. After they capture the process, show them a speeded up version of the video, and have students discuss what they are seeing using correct scientific terms.
5. Students write up their findings and place them and the movie on a web page to share with other classes.
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Assessment: Teachers use a rubric to evaluate students' group work and involvement in the learning activities.
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Source: Hoffenburg, H., & Handler, M. (2001). Digital video goes to school. Learning and Leading with Technology, 29(2), 10-15.
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Evaluations of Integrated Lesson 1
A Monarch Butterfly Movie Project
 Phase 1: Rationale for Using Technology
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NO scored 0/3
Phase 2: Lesson Objectives and Assessments
NO scored 0/4
Phase 3: Technology Integration Strategies
NO scored 0/5
Phase 4: Preparation Logistics
NO scored 2/6
Phase 5: Evaluation and Revision
NO scored 0/2
“MyEducationLab” Lesson 2
Title: Video Helps Teach History and Writing
Topic: History, Writing
Content Areas: Social Studies, English
Technologies Used: Video development, Word processing, DVD
Grade Levels: 5-8
Relative Advantages: Makes abstract topics more visual, concrete. Supports manual operations in high level learning.
Professional, polished looking products motivate students.
Objectives: •Discuss the history and conflicting viewpoints of the first battle of Bull Run. •Follow a structured set of steps to create a video that illustrates a topic.
Standards: History – National Center for History in the Schools, Grades K-4
Topic 3: The History of the United States
U.S. History – National Center for History in the Schools, Grades 5-8
52: Era 5: Civil War and Reconstruction (1850-1877)
The course and character of the Civil War and its effects on the American people.
ISTE Standards – NETS-S
1a – Creativity and Innovation Students apply existing knowledge to generate new ideas, products, or processes.
1b - Creativity and Innovation Students create original works as a means of personal or group expression.
2a - Communication and Collaboration Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
2b – Communication and Collaboration Students communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
2c – Communication and Collaboration Students develop cultural understanding and global awareness by engaging with learners of other cultures.
2d - Communication and Collaboration Students contribute to project teams to produce original works or solve problems.
3a – Research and Information Fluency Students plan strategies to guide inquiry.
3b - Research and Information Fluency Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
4b – Critical Thinking, Problem Solving, and Decision Making Students plan and manage activities to develop a solution or complete a project.
5b – Digital Citizenship Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
5c - Digital Citizenship Students demonstrate personal responsibility for lifelong learning
6a – Technology Operations and Concepts Students understand and use technology systems.
6d - Technology Operations and Concepts Students transfer current knowledge to learning of new technologies.
Description:
Developing videos in the classroom helps accomplish many instructional goals. It not only helps engage students in the study of any content area, it also provides valuable
practice in writing skills. The digital video production process parallels the writing production process.
This history project illustrates the value of video development. The topic is analyzing the Battle of Bull Run. Students followed a three-phased process: Preproduction Through a variety of classroom activities, students get background information on the topic. Then they create a story outline of what they want to portray. They create content
maps and work in groups to brainstorm characters, settings, and dialog to include. They come back together as a whole class and discuss and debate what should be included in
the video. Finally, they assign roles for each student, write the scripts, and do storyboards for how the scenes will take place. They read the rough drafts to the class to get
feedback and suggestions for revisions. Production - They act out the scenes and videotape them, sometimes several times, adjusting the scenes to get the look/effects they
want. Post-production - The students edit the video and add effects (e.g., slow motion) and music to get the impact they want. After the video is complete, the teacher makes
DVD copies for the students to take home. The teacher holds a “movie night” to show the video to parents.
Evaluations of Integrated Lesson 2
Video Helps Teach History and Writing
 Phase 1: Rationale for Using Technology
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YES scored 3/3
Phase 2: Lesson Objectives and Assessments
YES scored 2/4
Phase 3: Technology Integration Strategies
NO scored 1/5
Phase 4: Preparation Logistics
NO scored 2/6
Phase 5: Evaluation and Revision
NO scored 0/2
Modify a Lesson:
“Virtually” Living in Medieval Society
Date of Delivery:
Term 2
Curriculum Area(s):
Grade Level:
5
Subject Area(s):
Class Size:
28
Class Duration:
Curriculum Area(s) Outcomes:
Social Studies SCO: 5.3.1
Explain and illustrate the social structures of a medieval society
 Identify the relationships within the social structures
 Explain how social structure influenced the society
 Illustrate the social structure of the society
Social Structures of Medieval Times,
Writing and Representing
Social Studies, Language Arts
5- 50 minute lessons
Cross-Curriculum Link(s):
Writing and Representing GCO
8. Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on
their thoughts, feelings, experiences and learnings; and to use their imaginations.
9. Students will be expected to create texts collaboratively and independently, using a variety of forms for a
range of audiences and purposes.
10. Students will be expected to use a range of strategies to develop effective writing and media products to
enhance their clarity, precision, and effectiveness.
Explanatory Report Purpose: to tell how/why something came to be or to explain how something works
(graphic organizers in preparation for writing a narrative letter as a citizen of this period, leading into a
Medieval festival/feast for all )
Added Descriptors:
Special Considerations for students
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Visual and/or audio impairment –audio and visual interface is built in the
software, personal headphones available for those who prefer regular audio
Physical –lowered computer space for wheelchair access
Attentional issues – work one on one, extra time, scribed (peer, teacher
assistant), tasks will be broken into smaller parts, and a checklist will be provided.
In some instances, a social story/board maker may be required.
Enrichment- students can work from more advanced organizers within the
program and expand on the content, conference with small group on expanding
vocabulary
Behaviour management- an anchor chart will be reviewed, there will be
consistent changing from whole group, small group, pair and individual work and
teacher and assistant will be checking for understanding is ongoing
Early finishers- Read to self from browsing box for unit
Materials are organized in students’ writing folders
Multiple Intelligences you plan to use in this lesson: visual, auditory,
kinesthetic/tactile, interpersonal
Learning Objectives
By the end of these lessons, students should come to
understand that societies have a social structure,
people have particular roles within the social
structure and that lifestyles are often dictated, to a
significant extent, by one’s position in a society’s
social structure. Students will be able to create an
organizer representing one social structure with a
minimum of 3 details for each subheading.
Kidspiration Software
Preparation and Resources
Preparation:
Book computer lab and library, download and bookmark free 30 day trial of kidspiration by
inspiration.
Paper copy of tutorial for software- student reference
Prepare parent letter providing an overview of unit while providing suggested internet sites for
students
Paper copies of various organizers and shared folder is saved on jump drive and printed copies
are available as a backup or for accommodations
Paper copies of assessment rubric and checklists
Student materials- writing folders, paper, pencils, rulers
Browsing Box-filled with books on unit
Resources (traditional):
Graphic organizers, reference books, paper, pencils, colored pencils/markers, highlighters, chart
paper, cue cards, sticky notes, loose leaf, mentor texts to review a purpose for organizing
information, overhead projector
Resources (technical):
ebooks, 14 computers with Internet access, headphones, Smartboard and projector , jump drive,
extension cord, Microsoft Office 2007, Kidspiration Software, color print, photocopy paper, ink
cartridge replacements
Student Prior Learning
Student Prior Learning (Subject Content):
 Students will have had experience with collaborating and collecting information using paper
graphic organizers to represent information, researching and sorting content into topics in
previous lessons.
 The class has created an anchor chart for expectations in alternate locations, groups and in the
lab so all students’ “right to learn” are respected. This will have considered what it looks like?
What it sounds like? What is feels like? Students have also developed skills with the Daily 5
system.
 Students have researched one single society from class generated list, in predetermined
groups of 4 students during the brainstorming stage, enable students to develop collaboration
skills before final project begins and so all students are included
 They have compiled their information in a word document. The folder has files named after
the society and is on the Sdrive.
 This lesson links with previous learning with an emphasis on developing effective writing and
media products to enhance their clarity, precision, and effectiveness.
Student Prior Learning (Technical):
Students will have had experience with keyboarding, basic features of Microsoft Word 2007,
navigating the internet for subject content as well as saving and printing documents. The new
technological knowledge and skills come from using a new software program.
Relative Advantage: visual examples clarify concepts and applications while graphics make
abstract concepts more concrete
Lesson Procedure:
Introduction, APK or Anticipatory Set:
Discovery Box- filled with artifacts representative of the Medieval period. Have a student secretly pull out one
artifact from the box. Display the collection of artifacts for students to brainstorm their connection and
relevance to guess the next unit. Record students predictions/rationale for thoughts.
In their small group students, they will find the Discovery box- students will reveal pictures representing the
basic subcategories for organizing, corresponding labels, and the kidspiration software site address. Discuss
with their group what they think will be happen, and criteria.
Learning Activity: (The Process of Instruction) I DO, We Do, You Do
Teacher will monitor and conference with students/groups on progress
Day 1
In class students completed the discovery box task in their small group. Have a student from each group
record an idea. As a whole class, generate a detailed list as to what we will be doing and learning today on
chart paper. The teacher will also record the main learning outcomes in kid friendly terms and restate the
content and technology objectives.
The class will go to computer lab in the library and gather in common meeting area to post and review the
anchor chart on how to work in an alternate setting. Have a student orient the Smart board. On the Smart
board: I, the teacher, will model a think aloud for students on how to:
1.
Open Kidspiration
2.
Navigate within the software
3.
Creating an example with the program, picture and written
4.
Save to a New Folder on desktop.
Closure: What have you learned? How will this help you understand the societal structure?
Day 2
Repeat day 1 whole group lesson, however WE, the teacher and students, will model a new example with
the teacher and peers participates. Teacher elicits correct responses from students when peer is unsure of
the next step.
Day 3 and 4
Repeat day 2 with whole class, YOU, the students, work with a partner from the original small group,
following steps 1-4. Students will refer to notes from Microsoft Word 2007. Students are encouraged to take
turns entering information while the other refers to notes. Teacher will be working with small groups as
needed with content and/or with the application of technology.
Day 5
Students will review the main points, and refer to checklist with their original group, return to computer and
revise content as needed. Print and Save once teacher verifies content.
Time Allotted
One week prior to
introducing the unit;
5 minutes before lunch
5 minute, students are in
small groups
Ongoing
50 minutes/5 days a week
Whole group lesson :
minutes if instruction is
equal to the age of students
ISTE Standards NETS-S
Technology Outcomes:
 1a – Creativity and Innovation Students apply existing knowledge to generate new
ideas, products, or processes.
 2a - Communication and Collaboration Students interact, collaborate, and publish
with peers, experts, or others employing a variety of digital environments and media.
 2b – Communication and Collaboration Students communicate information and
ideas effectively to multiple audiences using a variety of media and formats.
 3a – Research and Information Fluency Students plan strategies to guide inquiry.
3 b - Research and Information Fluency Students locate, organize, analyze, evaluate,
synthesize, and ethically use information from a variety of sources and media.
 5b – Digital Citizenship Students exhibit a positive attitude toward using technology
that supports collaboration, learning, and productivity
 6a – Technology Operations and Concepts Students understand and use technology
systems.
 6d - Technology Operations and Concepts Students transfer current knowledge to
learning of new technologies
Conclusion
Closure to
Lesson:
How will I
know what
students have
learned?
 Student will share their
“illustrated” and “written” work
with their original small group
members
 Student pairs share their role in
the social structure with class
 Important in the final project to
have an overview of all roles and
explore their connections for the
remaining lessons
Assessment: For Learning, Of Learning
Formative and Summative Assessment of
student learning:
 observing students and making anecdotal
 Conference will have determined next steps for
individual and/or small group
 Teacher Checklist- content requirements
 Student Self Assessment Rubric for use of
technology and content knowledge
 Teacher will use a rubric to assess end of unit
content knowledge
Reflective Assessment
Self-evaluation of the lesson presentation/preparation:
Not yet implemented
 Did the demonstration in the introduction hold the students’
attention?
 Were the resources used as you had intended?
 Did students have enough time to “illustrate” via the software
the societal role?
Self-reflection: Not yet implemented
 What did you learn from this lesson?
 What went particularly well, why?
 What might you do differently another time? Why? How did
the Curriculum Documents assist you? Frustrations?
Technology Integration Lesson Planning Team
 From Ules, Heather,
Lusinda, Angelique and
Stephanie, this has been
our integrated lesson
plan
 Questions???
 Until next time- Thanks!
References:
http://portal.nbed.nb.ca/tr/cd/Documents/,DanaInfo=portal.nbed.nb.c
a,SSL+Compacted%20Curriculum%20Grade%20Five.pdf
http://rubistar.4teachers.org
http://myeducationlab.com
http://www.inspiration.com/kidspiration
http://iste.org
http://portal.bigchalk.com/portalweb/home.do;jessionid=AEDFDC7A12
B9bb5F60EA4652 user:NBED, password:bigchalk
"Medieval Meal." Image. Getty Images. History Study Center. ProQuest
LLC. 17 July 2010 <http://www.historystudycenter.com/>.
Integrating Educational Technology into Teaching: Fifth Edition (M.D.
Roblyer and Aaron H. Doering)
Microsoft Office for Teachers: Third edition (William J. Gibbs and
Patricia J. Fewell)